Learning How to Learn: A Six Point Model for Increasing Student Engagement
Abstract
Students
in higher education are being taught pedagogically. Moreover, pedagogy has long
persisted as the basis for the entire educational system. Education is,
however, discovering that adults learn differently than children learn even
though they have been taught as children were taught. Students tend to behave dependently when they
are in a structured, pedagogical educational setting. This dependent behavior
may be because these learners do not know how to learn, they only know how to
be taught. In pedagogy, the instructor is in charge and held entirely
responsible for all learning: what is to be taught, how it is to be taught,
when it is to be taught, how it is to be measured, etc. Adult students need to
be taught how to learn in order to become life-long, autonomous learners.
Research demonstrates that adult students being taught andragogically become
engaged in the learning process. They are ready for learning, learn more,
experience more meaningful learning, and enjoy learning. This paper presents a
six point plan for promoting engagement for students in the college classroom:
create a safe environment for learning; ask students what they need to know;
explain why students are learning certain concepts, theories, skills, etc.;
provide real-life learning opportunities; offer opportunities for collegial
collaboration; and have students evaluate their own learning. Collaboration
between educators on the six points will also increase the likelihood of
engaging students. Student engagement leads to improved retention and
ultimately to student success.
Keywords
Andragogy,pedagogy,adult learning,student engagement,student retention,student success
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